Science education in the Philippines seems to be in the loop for so many decades as results of national (NAT) and international (TIMMS and PISA) assessments showed poor performance of students in science. The study of Moyle (2015) which outlined policies in countries producing students who performed highly in international standardized tests concluded that ‘high performing’ countries have teacher education policies that are aligned and interconnected. 

This paper is a literature review to check the results of studies that deal with pre-service science education in the Philippines. It identifies practices and principles that can be used to inform the future development of science teacher education policies in the Philippines. The results show that student internship plays an important role in integrating theory and practice in teacher education. However, pre-service teachers encountered problems in constructing assessment tools in measuring science learnings. The research capability of Filipino pre-service teachers is important. However, there are limited research papers focusing on this. Other results are further discussed in the paper.